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Wildfire Activities: New Patterns of Mobility and Learning

Wildfire Activities: New Patterns of Mobility and Learning

Yrjö Engeström
Copyright: © 2009 |Volume: 1 |Issue: 2 |Pages: 18
ISSN: 1941-8647|EISSN: 1941-8655|ISSN: 1941-8647|EISBN13: 9781615204106|EISSN: 1941-8655|DOI: 10.4018/jmbl.2009040101
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MLA

Engeström, Yrjö. "Wildfire Activities: New Patterns of Mobility and Learning." IJMBL vol.1, no.2 2009: pp.1-18. http://doi.org/10.4018/jmbl.2009040101

APA

Engeström, Y. (2009). Wildfire Activities: New Patterns of Mobility and Learning. International Journal of Mobile and Blended Learning (IJMBL), 1(2), 1-18. http://doi.org/10.4018/jmbl.2009040101

Chicago

Engeström, Yrjö. "Wildfire Activities: New Patterns of Mobility and Learning," International Journal of Mobile and Blended Learning (IJMBL) 1, no.2: 1-18. http://doi.org/10.4018/jmbl.2009040101

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Abstract

The article argues for a historical perspective on mobility and learning. In social production or peer production, mobility takes the shape of expansive swarming, sideways transitions and boundary-crossing. The notion of wildfire activities is proposed to point out that activities such as birding, skateboarding, and disaster relief of the Red Cross have characteristics similar to those of peer production but predate internet and take place mainly outside the sphere of digital virtuality. Wildfire activities pop up in unexpected locations at unexpected times and expand very rapidly. They become extinguished from time to time, yet they reappear and flare up again. Learning in wildfire activities is learning by swarming that crosses boundaries and ties knots between actors. It is also learning by building mycorrhizae communities by means of cognitive trails and social bonds that make the terrains knowable and livable. The mechanism of stigmergy is foundational in mycorrhizae communities.

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